September 10th, 2007 · 1 Comment
Donna Cameron’s class notes for blog in the week beginning September 7
*PROF. IS DR. WARREN BUCKLEITER
*Please look over syllabus to discuss whether or not is is going to put you on overload if you are taking a full credit load or work We will discuss next week.
FOR NEXT WEEK: http://dustormagic.wikispaces.com/Readings
1. Read Child Development 101 for the Developers of Children’s Interactive Media
2. Become an expert on Paiget’s stages: http://www.piaget.org- Learn all about how Piaget changed thinking on education. Also go to wikipedia.com and check out Jean Piaget’s info.
3. Learn about our guest speaker: Robin Raskin http://www.robinraskin.com/
Specifically come up with some questions for her, and what she has to say about “raising digital kids.” She knows a lot about social computing, college admissions and design in general. Specifically: What do you think that Robin Raskin will say about http://www.barbiegirls.com/home.html
Visit her Yahoo blog.
Homework Protocol for class:
Do it online on the blog.
If you have a reaction to a topic, post it on the blog.
INTRODUCTION TO THE THE CHILD DEVELOPMENT ETHNOGRAPHY PROJECT
You will be responsible for documenting each stage of Piaget’s development using either a digital camera or camcorder, using live children. Your end product will be a 3 minute presentation for the rest of the class.
Week 1 NOTES
Class stuff:
-Prof. went over syllabus calendar and passed around sign up sheet for
-If there is something you’d like to see, tell Prof. and he will try to get it for you.
-We will build new textbook with Prof. Buckleiter.
-We should buy the 2 textbooks- listed on syllabus- at amazon.com
General thinking stuff:
-Children are not ignorant
-Think of feeding an infant as an interactive activity.
-You should start off understanding dust elements in the design you are envisioning as well as the magic, from a global perspective- think through the eyes of a child.
-Remember hardware vs software issues, hands on, objects in space,etc.
-The notion of dust or magic- an idea can turn from dust to magic, depending on the talent of the person who rubs against it.”—Matsu Basho- haiku master- 15th century, from Bob Hughes book
-Design teams consisting of product manager, artist, programmers, etc. often do best design work.
-remember your own childhood as you begin a design.
-The genius of childhood is simplicity, and simplicity means direct access to the utter essence and function of interface.
“Nintendo has the magic-someone there understands the magic- it’s been ahead of the rest of the products on the market since the first Mario!”
—–Prof. BUCKLEITER in class today.
-Always ask questions about process of developing an idea through copyright to the market place because it’s a very difficult journey from idea to product. Often, the designer is not the one who makes the big money, and often the designer is not very well treated by the corporate guys, investors, etc.
-We will cover how to research how something works or not throughout this class in the coming weeks. Brainstorm, come up with at least four or five ideas.
-There are holes in the market in the area of simulations. Empowerment is a key point- either make your idea tangible, part of the real world or find a way to program it on a cell phone.
-Child development ethnography project- it’s related to going out with a camera and seeing how kids react. Document what a child’s like at each stge.-
-The key to understanding interface is understanding engagement and motivation of the user. There are extrinsic and intrinsic motivations for engagement.
-Extrinsic reasons- please family, make money
-Intrinsic reasons
Understanding human development psychology is important to understanding a how to create and market a toy. Be in touch with your inner child. What do kids like?
Kids like :
To collect things.
To see their own name.
To own something,
To be empowered,
To feel safe, secure, not threatened.
Pokeman is a good example of magic- it combines collecting and control and empowerment and took it to a sharing thing- you can share it to a friend! Children are drawn to it’s immediacy. They like its response ot their touch, they want to be able to click thru it. Pokeman is — in Bob H.s words, cognitive dynamite.
Four ingredients of intrinsic motivation (In reading explained further.)
1. Enjoyment- understood well by Walt Disney. The initial 15 seconds should be one of joy. What’s the first experience with a lot of software which is dust is first killer of joy- don’t kill joy- no amount of info can bring it back. Eg.- in many windows softwares you get the number row- it is the serial number registration process. Layers of activity like this can be kill first moments and nix any enjoyment mode of product
2. Control- People like to push buttons and have things happens- the best stuff is “digital playdoh”. Maleableity and accidental success are important- e.g.-if you lean on the keyboard and do something, and better yet, it’s the right something, you have experienced random chance and affirmation of yourself in a positive way, in a moment of joy. The line up of the PSP interface- too complex. Nintendo Wii, however, has big targets and did the pointer and rollover thing and you get it as soon as you hit it you rollover and get engagement from the start and drawn in to the interface- and that’s the magic. Kids will choose products which are very direct and give control.
3. Interest- Build interest by having items that kids are familiar with already. What are kids into? Things that are part of their real tangible lives. Give them “hooks”. Do you choose puppies or aliens? Come up with a metaphor when you design- an environment that kids can enter and can interact in/with and get response to/in. It’s important to catch the first wave in a trend for your design, if you want to do the million dollar idea. Remember-kids come to interactivity because they want to interact. E.g - Club Penguin- founded by 3 dads for their kids- made an environment where they could play their games. Questions of social interest apply to differences of boys and girls interest, how it is aroused and how it subscribes. Are there really stereotypes? Kids know the difference between real and fantastic. Stereotyping comes right through mass media and interactive media is part of that. Interactive media is gender neuter- both boys and girls like feelings of control.
Defs and Vocabs
Minimum User Competency (MUC) -the lowest possible skill or competency the user needs order to use the product. You need to survive in that interactive space. In the case of Matthew (class video)…first mouse it is fine motor skill- its important to make a list of every single skill you need to play your design. If your minimum skill is above your target audience, you are in trouble. E.g. if you design for preschoolers- don’t include a lot of necessary reading material in the interface. Nintendo made a wii-remote. Minimum user competency in the wi is below others- to Nintendo’s advantage. In a pen/wand based interface minimum user competency again drops below average. Just about anyone can wave their hands. But who can figure out a PSP? Or a cell phone? If you want to make it magic, make it minimum user competency. If you can design a good interface for children, it is going to have great usability for all human beings, any age.
Concrete-operational stages –how we come to learn things in all developmental stages
Low Responsivity- Maximum instruction and reinforcements.
High Responsivity-Minimal instructions and reinforcements.
Random imbedded reinforcment and Non-imbedded reinforcement.
Game Screening Today: Reader Rabbit’s Toddler (The Learning Company circ. 1999) 1.Matthew’s-first mouse
An example of a sensori-motor child using the computer — Beam of light on head- unilateral focus- sensory motor on the needs and works at the level of an infant/toddler stage of human development. Child can make it his/her own. Matthew had never used a mouse- Warren told parents not to teach him how before Warren’s product test. Warren thinks that the game works for Matthew because of the mouse rollover design and because he immediately felt some involvement and control- this secured his graphic engagement. When he was done, moved the mouse out, the music went off and the movie play ended. This action gave the child a sense of power and security- he controls when the world happens, it doesn’t happen to him. It’s like an inverse relationship- kid’s relate to this.
2. Counting Critters-(you can download it- it runs on Mac OS 9). http://www.childrenssoftware.com/dis/dis.menu.htm
Sample #1 with VO:
Basic interactivity- you feed the critters. Talking voiceover. Ring bell when done- kid stayed with activity for about 5 minutes
A note on how to collect data: capture child’s face, hands and screen, all on the same viewfinder.
Responsitivity- Maximum instruction and reinforcements.
Sample #2 with VO:
No voice. How does she know what to do? Kids just do stuff. The #1 dust maker of an activity is underestimating the audience. Smart, over the shoulder voiceovers are the best type of instructions. High Responsitivity- Minimal instructions and reinforcements.
Random embedded reinforcemnts and non-embedded reinforcements of cute sounds and munching sounds. Shelly Day and Ron Gilbert of Humongous were masters of this technique. Tags:Uncategorized
Class One Notes: Child Development 101, Part 1
September 10th, 2007 · 1 CommentDonna Cameron’s class notes for blog in the week beginning September 7
*PROF. IS DR. WARREN BUCKLEITER
*Please look over syllabus to discuss whether or not is is going to put you on overload if you are taking a full credit load or work We will discuss next week.
FOR NEXT WEEK:
http://dustormagic.wikispaces.com/Readings
1. Read Child Development 101 for the Developers of Children’s Interactive Media
2. Become an expert on Paiget’s stages: http://www.piaget.org- Learn all about how Piaget changed thinking on education. Also go to wikipedia.com and check out Jean Piaget’s info.
3. Learn about our guest speaker: Robin Raskin
http://www.robinraskin.com/
Specifically come up with some questions for her, and what she has to say about “raising digital kids.” She knows a lot about social computing, college admissions and design in general. Specifically: What do you think that Robin Raskin will say about http://www.barbiegirls.com/home.html
Visit her Yahoo blog.
Homework Protocol for class:
Do it online on the blog.
If you have a reaction to a topic, post it on the blog.
INTRODUCTION TO THE THE CHILD DEVELOPMENT ETHNOGRAPHY PROJECT
You will be responsible for documenting each stage of Piaget’s development using either a digital camera or camcorder, using live children. Your end product will be a 3 minute presentation for the rest of the class.
Week 1 NOTES
Class stuff:
-Prof. went over syllabus calendar and passed around sign up sheet for
-If there is something you’d like to see, tell Prof. and he will try to get it for you.
-We will build new textbook with Prof. Buckleiter.
-We should buy the 2 textbooks- listed on syllabus- at amazon.com
General thinking stuff:
-Children are not ignorant
-Think of feeding an infant as an interactive activity.
-You should start off understanding dust elements in the design you are envisioning as well as the magic, from a global perspective- think through the eyes of a child.
-Remember hardware vs software issues, hands on, objects in space,etc.
-The notion of dust or magic- an idea can turn from dust to magic, depending on the talent of the person who rubs against it.”—Matsu Basho- haiku master- 15th century, from Bob Hughes book
-Design teams consisting of product manager, artist, programmers, etc. often do best design work.
-remember your own childhood as you begin a design.
-The genius of childhood is simplicity, and simplicity means direct access to the utter essence and function of interface.
“Nintendo has the magic-someone there understands the magic- it’s been ahead of the rest of the products on the market since the first Mario!”
—–Prof. BUCKLEITER in class today.
-Always ask questions about process of developing an idea through copyright to the market place because it’s a very difficult journey from idea to product. Often, the designer is not the one who makes the big money, and often the designer is not very well treated by the corporate guys, investors, etc.
-We will cover how to research how something works or not throughout this class in the coming weeks. Brainstorm, come up with at least four or five ideas.
-There are holes in the market in the area of simulations. Empowerment is a key point- either make your idea tangible, part of the real world or find a way to program it on a cell phone.
-Child development ethnography project- it’s related to going out with a camera and seeing how kids react. Document what a child’s like at each stge.-
-The key to understanding interface is understanding engagement and motivation of the user. There are extrinsic and intrinsic motivations for engagement.
-Extrinsic reasons- please family, make money
-Intrinsic reasons
Understanding human development psychology is important to understanding a how to create and market a toy. Be in touch with your inner child. What do kids like?
Kids like :
To collect things.
To see their own name.
To own something,
To be empowered,
To feel safe, secure, not threatened.
Pokeman is a good example of magic- it combines collecting and control and empowerment and took it to a sharing thing- you can share it to a friend! Children are drawn to it’s immediacy. They like its response ot their touch, they want to be able to click thru it. Pokeman is — in Bob H.s words, cognitive dynamite.
Four ingredients of intrinsic motivation (In reading explained further.)
1. Enjoyment- understood well by Walt Disney. The initial 15 seconds should be one of joy. What’s the first experience with a lot of software which is dust is first killer of joy- don’t kill joy- no amount of info can bring it back. Eg.- in many windows softwares you get the number row- it is the serial number registration process. Layers of activity like this can be kill first moments and nix any enjoyment mode of product
2. Control- People like to push buttons and have things happens- the best stuff is “digital playdoh”. Maleableity and accidental success are important- e.g.-if you lean on the keyboard and do something, and better yet, it’s the right something, you have experienced random chance and affirmation of yourself in a positive way, in a moment of joy. The line up of the PSP interface- too complex. Nintendo Wii, however, has big targets and did the pointer and rollover thing and you get it as soon as you hit it you rollover and get engagement from the start and drawn in to the interface- and that’s the magic. Kids will choose products which are very direct and give control.
3. Interest- Build interest by having items that kids are familiar with already. What are kids into? Things that are part of their real tangible lives. Give them “hooks”. Do you choose puppies or aliens? Come up with a metaphor when you design- an environment that kids can enter and can interact in/with and get response to/in. It’s important to catch the first wave in a trend for your design, if you want to do the million dollar idea. Remember-kids come to interactivity because they want to interact. E.g - Club Penguin- founded by 3 dads for their kids- made an environment where they could play their games. Questions of social interest apply to differences of boys and girls interest, how it is aroused and how it subscribes. Are there really stereotypes? Kids know the difference between real and fantastic. Stereotyping comes right through mass media and interactive media is part of that. Interactive media is gender neuter- both boys and girls like feelings of control.
Defs and Vocabs
Minimum User Competency (MUC) -the lowest possible skill or competency the user needs order to use the product. You need to survive in that interactive space. In the case of Matthew (class video)…first mouse it is fine motor skill- its important to make a list of every single skill you need to play your design. If your minimum skill is above your target audience, you are in trouble. E.g. if you design for preschoolers- don’t include a lot of necessary reading material in the interface. Nintendo made a wii-remote. Minimum user competency in the wi is below others- to Nintendo’s advantage. In a pen/wand based interface minimum user competency again drops below average. Just about anyone can wave their hands. But who can figure out a PSP? Or a cell phone? If you want to make it magic, make it minimum user competency. If you can design a good interface for children, it is going to have great usability for all human beings, any age.
Concrete-operational stages –how we come to learn things in all developmental stages
Low Responsivity- Maximum instruction and reinforcements.
High Responsivity-Minimal instructions and reinforcements.
Random imbedded reinforcment and Non-imbedded reinforcement.
Game Screening Today: Reader Rabbit’s Toddler (The Learning Company circ. 1999) 1.Matthew’s-first mouse
An example of a sensori-motor child using the computer — Beam of light on head- unilateral focus- sensory motor on the needs and works at the level of an infant/toddler stage of human development. Child can make it his/her own. Matthew had never used a mouse- Warren told parents not to teach him how before Warren’s product test. Warren thinks that the game works for Matthew because of the mouse rollover design and because he immediately felt some involvement and control- this secured his graphic engagement. When he was done, moved the mouse out, the music went off and the movie play ended. This action gave the child a sense of power and security- he controls when the world happens, it doesn’t happen to him. It’s like an inverse relationship- kid’s relate to this.
2. Counting Critters-(you can download it- it runs on Mac OS 9).
http://www.childrenssoftware.com/dis/dis.menu.htm
Sample #1 with VO:
Basic interactivity- you feed the critters. Talking voiceover. Ring bell when done- kid stayed with activity for about 5 minutes
A note on how to collect data: capture child’s face, hands and screen, all on the same viewfinder.
Responsitivity- Maximum instruction and reinforcements.
Sample #2 with VO:
No voice. How does she know what to do? Kids just do stuff. The #1 dust maker of an activity is underestimating the audience. Smart, over the shoulder voiceovers are the best type of instructions. High Responsitivity- Minimal instructions and reinforcements.
Random embedded reinforcemnts and non-embedded reinforcements of cute sounds and munching sounds. Shelly Day and Ron Gilbert of Humongous were masters of this technique.
Tags: Uncategorized
1 response so far ↓
charley // Sep 13th 2007 at 11:17 am (edit)Thought I would post a reading that was assigned to another ITP class (Inclusive Game Design):
http://papert.org/articles/Doeseasydoit.html
I think everyone will find it very applicable to what we’ll be discussing in our class.
Leave a Comment
Logged in as buckleit. Logout »
- Notes from Class 2: More on Child Development
- Class One Notes: Child Development 101, Part 1
- Welcome to the Dust or Magic class blog
Theme: Cutline by Chris Pearson.
September 2007||~ M ||~ T ||~ W ||~ T ||~ F ||~ S ||~ S |||||||| « Aug || |||||| ||
|||||||||| || 1 || 2 ||
|| 3 || 4 || 5 || 6 || 7 || 8 || 9 ||
|| 10 || 11 || 12 || 13 || 14 || 15 || 16 ||
|| 17 || 18 || 19 || 20 || 21 || 22 || 23 ||
|| 24 || 25 || 26 || 27 || 28 || 29 || 30 ||
Recent Posts